The limitation of stimuli which occurs in visually impaired children can be partially ameliorated by strengthening other sense modalities. (JH)

This book reviews how the brain processes, stores, and retains information and how teachers can guide students in accessing this information by utilizing their individual learning styles and strengths. It offers practical strategies and applications for accessing these sensory pathways, connecting learned content to the real world. Seven chapters…

This paper argues that visual aids should be used in teaching and testing language. It has been scientifically demonstrated that visuals allow for greater cognitive mapping and navigating in an environment. Visuals are a good and useful tool for examination purposes, because they lead the learner to draw out language from their own knowledge and…

Describes a science-oriented photography program offered during the summer to sixth-grade students. The program aims to increase visual literacy, and students spend considerable time in planning, taking, arranging, and using self-made photographs for the intentional communication of meaning. (JR)

Article considered the proper aims of an art education and the importance for the child to learn to express himself in the language of his art. (RK)

Discusses development of the language skills of listening, speaking, and reading. (DD)

See related article by James L. Wardrop and Diane L. Essex, CS 705 856. (RB)

Discusses the relationship between computers used for instructional purposes and students using such computers. (RK)

In these studies, authors sought to examine the role of mode of presentation in a verbal learning task, within the context of age-grade differences in two social groups. (Authors/CB)

A description of a study in which pictures were used to teach vocational high school students to repair automobile distributors. (Author)

Still pictures, slides and motion pictures were used in this study to present concepts in biology involving time, space and motion. (Author)

This article is a partial summary of a doctoral dissertation completed under the direction of Professor Lloyd M. Dunn at George Peabody College for Teachers. (RD)

Most art programs at the secondary level and beyond hope to produce students who can make discriminating aesthetic judgments about many kinds of visual art forms. This paper describes how students judge the art they encounter and suggests how art teachers might improve the quality of their students' responses. (Author/IS)